tv [untitled] October 6, 2012 8:00am-8:30am PDT
kings and queens enjoyed the dance. she will tell you a little about this right now. i will be back. >> all right. our next scene is going to move us from story telling that took place during the hindu temples and india into the mogel time in india this come from hindu and western cultures brought together. when the mogels came from persia to north india they saw the story telling and thought it was a beautiful art form. they were not engaged with the story but saw the beauty in the
footwork and hand movement. they brought the dancers into their courts. they were a form of entertainment. so, i want you to put your imagination caps on. we will go from the forest into a beautiful mogel palace. there are velvet carpets and peacocks walking around. there are beautiful paintings and everyone all of you, the audience have come to enjoy the court and the king sits on his thrown in the corner twirling his mustache and he called for his dancers and they come to the room. you are here to be entertained by them. this is called taught. taught is a highly stylized tuning of the mind and body together. you will see very fast turns
ending in sharp stances and things with our eyes and eye brows and our neck, our hands. and you will also hear a language, which you might have heard. this is the language of our dance. it tells us what to do with our feet and our bodies and there is a lot of mask going on. you will hear patterns and they will be repeated often 3 times this is a t high. i want you to try to listen for the patterns and see if you can figure out the number patterns. you will see a justure called salon. you remember the greeting namatse? >> good. salom is the muslim greeting. you take your right hand, say a salom. it's a muslim greeting and you
that repeats itself 3 times about did you know we are doing multicasion and dividing up here? you didn't. so, this music we are dancing on is rhythmicly complicated the underline rhythmic does not go in a straight line. it goes if a cycle beginning on 1 and ending on 1. we are dancing on a 16 beat cycle. you can count to 16. why don't you keep the cycle and we will put a high on top of that. count with one and you can clap. 13, 14, 15, 16, 1, 2, 3, 4, 5, >> 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5.
>> 1, 2, 3, 4, 5. did you know what you just did? >> you divided 16 into 3 equal parts. i bet you didn't think that was possible i know a physicist that didn't think it was possible. we are rocket scientists. half of you count 16, half do the t high. you can do it. first you try the 16. don't do the t high yet. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16. 1, 2, 3, 4, 5, 6, 7, you keep
counting 16. you guys do this. you will start 5 times 3, 3 times. 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5, >> 1, 2, 3, 4, 5, pause. >> 1, 2, 3, 4, 5. 1, 2, 3, 4, 5, 1. did we end on your 1? >> whoa, you divided 16 into 3 equal parts. did you know you could do that? >> i'm dizzy. okay. well, we are going to end with a t high within a t high like a wheel that goes around and around and around. i want you to figure out there is a multiplecasion problem in here and i want you to see if you can tell us when we are done what it is.
okay. did you notice the turns? the spins? how many were there in one piece? yes. no. yes. 9. how many times did we repeat that? how many times? 3. 9 times 3 -- is 27. we did 27 turns but we were going, 1, 2, 1, 1, 2, 1. that's a sophisticated math concept, you were not wrong. i bet you will grow up to be a mathematician. i will give you my address you will have to send me your first paycheck because i taught you this. at this point we would like to thank you very much for coming. if you have any questions. i don't know if we want to open it you will for questions. may be just a few?
okay. yes. what's your question? >> how do we get in this program? that is a good question. >> it's an interesting question because the answer with the 3 of us is the same. what i want to point out i look like i might be from india when i talk i sound like i'm from america. my parents are from india but i was born in america and i started this dance when i was 18. i was not a baby e. both charlotte and an drea did as well. charlotte at 15 years and joe airna and i 15 years. that's how we got in this program. we practiced very hard.
very, very hard we practiced everyday and we have been been in india practicing 8 times where our teacher is from. yes. >> yes. >> well there are similarities all of southeast asia. we performed in bali with a group. it's a story from the [inaudible] and so the indian epiics actually the indian epiics for very common in cambodia and bali and thailand
and there is a different aesthetic. all southeast asia and asia there are a lot of similarities. >> he is a male entity. he is not -- are you referring to the story? >> it's interesting you should say that. a unique indian concept is one of half male, half female. and that is -- unlike some dances the solo dancer portrays all of the parts in the story. you can portray a feminine aspect and then masculine aspect with the bow and arrow. the male has to portray feminine
and the female has to portray masculine. there is a very fierce dance and a soft sort of dance and every dancer has to learn all those aspects. it's very, you know, my teacher i call him a guru in this art form you have to study very, very hard. you have to learn about all the cultural aspects. he says it's liberating because he enjoys and has to learn to bring up the feminine aspect. he's a strong character it's a challenge for him and he likes it. the stories are metaphor cal. i don't look at this that this is a man or woman. there are qualities we all have that some of us are in touch
with and are not. in our culture we think people should not be people they have be macho and feminine image. every human being inside them has feminine and masculine qualities. one is not good or bad it's a duality you need to be a whole human being in touch of what is going on in society. if everyone danced or got in touch with different sides of them there would be more harmony in the world. yes. >> no, we have a school all over here. i'm talking so. . we have a school 250 students a school show coming up. she will tell you where you can take classes. >> in our class we teach kids from 5 years old to 55 years and
older. our guru is 62 and he dances circles around all of us he's been dancing since he was 9. you can all learn and parents and grandfathers and grand mourths can learn, toochlt we have a special men's class and have classes in san francisco. if you have questions there is an address on the card and our e mail and you can -- or you can come talk to us if you have questions. we would like to say -- and you can say to us -- thank you so much for coming. [applause]
>> welcome to this afternoon's performance. before the actual performance starts i thought i would say a few brief words about what japanese chamber music means. there are quite a different number of japanese chamber music. what you will hear today however is a musical form that was transmitted by a specific group of musicians. all of the musicians by definition were blind males. the significance of this genre is perhaps at most notable for the aesthetic quality of its pieces of some of the great art works of this period and are represented